Basic math skills and performance in an introductory economics class
Basic math skills and performance in an introductory economics class
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DOI：
10.3200/jece.35.1.3-23
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发表时间：
2004-12-01
影响因子：
0.9
通讯作者：
Johnson, MF
中科院分区：
文献类型：
--
作者：
Ballard, CL;Johnson, MF
作者使用比之前研究中使用的更广泛的解释变量来衡量数学技能。为了确定哪些数学技能对于学生在入门微观经济学中取得成功很重要，他们检查了 (1) 学生在 ACT 评估测试数学部分的成绩，(2) 学生是否参加过微积分，(3) 学生是否被要求参加数学补习，以及 (4) 学生在非常基本的数学概念测试中的分数。所有四项指标对于解释微观经济学入门课程的表现都具有显着效果。作者发现了类似的结果，无论他们使用的是学生自我报告的信息还是大学的官方行政记录。结果表明，学生成绩的提高可能取决于对基本代数的掌握程度的提高。
The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus, (3) whether the student has been required to take remedial mathematics, and (4) the student's score on a test of very basic mathematical concepts. All four measures have significant effects in explaining performance in an introductory microeconomics course. The authors find similar results, regardless of whether they use self-reported information from students or official administrative records from the university. The results suggest that improvements in student performance may depend on improved mastery of basic algebra.